Between 1865 and 1898, the United States was transformed from a primarily agricultural society to one dominated by urbanization and industry. This shift brought with it many environmental, cultural, political, and economic changes. The rise of major industries led to increased migration to cities, resulting in changes in all areas of life for those living in urban areas. The federal government aided the growth of big business, as changes in technology and international communication linked American producers and consumers with the rest of the world.
In the years following the Civil War, the US government subsidized industries that were viewed as essential to national expansion and aided the growth of new technologies and business models. The creation of monopolies allowed a small number of businessmen to expand their companies to dominate entire segments of the economy. These companies also expected that the government would help them control overseas resources. The prevalent belief in Social Darwinism, the idea that the more talented groups and individuals would and should rise to the top, helped justify the growing divide between the few very rich and the increasing numbers of poor. This discrepancy was particularly evident in urban areas, where the lifestyles of the rich were in sharp contrast to the more numerous poorer neighborhoods.
Various groups did offer challenges to the dominance of big business leaders. Labor movements gradually gained influence, hoping for better pay, better working conditions, and limits to child labor. The south continued to be primarily agricultural rather than industrial, with sharecropping and tenant farming replacing the old plantation system in what was called the “New South.”
Westward migration continued to lead to conflicts about the management of natural resources. Some progress was made during this era in the establishment of the first national parks, though conservationists had an uphill battle. More efficient farming technology meant greater demands for land and more reliance on railroads to get farm goods to regional and national markets. Government favoritism toward business, coupled with unpredictable farming conditions, led to the creation of the People’s (Populist) Party to represent the political and economic interests of farmers and other workers.
Immigrants, minorities, and women faced both progress and challenges during these years. America’s cities became destinations for growing numbers of immigrants from Southern and Eastern Europe, as well as African Americans who sought better situations than they could find in the Deep South. They did find economic opportunities, but they also were relegated to poorer neighborhoods, often divided by race and class. Urban areas were often dominated by political machines that preyed on the needs of poorer classes, though some private efforts, such as the settlement house movement, sought to provide some relief to the working poor. Women’s clubs worked to offer opportunities for middle-class women to become involved in civic and political issues.
The completion of the transcontinental railroad and the resulting flood of new settlers to the Great Plains and the West hastened the demise of independent Native American tribes. Those who survived military action were decimated by the loss of the buffalo on which their culture depended. Reservations replaced tribal homelands in a misguided effort to force assimilation. Additional conflicts arose in the Southwest between settlers and Mexican Americans.
The rapid growth of big business during the Gilded Age was characterized by widespread corruption in both industry and government. Soon reformers were calling for changes, but they met still resistance from the power in congress, the Supreme Court and the monopolists. Racism and nativism were reinforced with Supreme Court rulings like Plessy v. Ferguson. Even so, not all industrialist leaders were Social Darwinists. A few suggested that the wealthy and successful did have an obligation to help the poor. Many reformers took up the goals of reform under the banner of the Social Gospel. Others directed their efforts at specific groups, especially African Americans and women.
Read each key concept slowly and with purpose.
One color: Highlight/Annotate the PROPER NOUNS. These terms, people, and situations are required items to know and use in your responses.
One color. High/Annotate the relevant common phrases, action verbs, and terms that are significant to understanding the specific purpose of the key concept. These are the clues to better understanding the direction you are supposed to take with your extended research and development.
Do NOT annotate every word. Be critical in what you identify. Filtering the key concepts will provide you more direction and purpose in your studies.
This section lists all of the required and extended (recommended) readings addressing this period of study (module). You must complete the required core reading assignments. The required reading is taken from the AMSCO textbook. Scans of the textbook are provided on this site. This textbook is concise and aligned to the framework thus providing a greater opportunity to dive deeper into our studies reading more primary and secondary sources. Students may select to read the parts or the entirety of the extended Brinkley or American YAWP textbook assignment in addition to the AMSCO in order to read the richer narrative. The Brinkley and American YAWP textbooks are a useful source for extended research and deeper narratives.
Preview the options for the Topic Reflection assignment that you will complete as a final product for this topic. All Topic Reflections for a Period (module) will be compiled into one Module Reflection for submission. This will help you decide how you want to gather your information. The research (information) you gather from the readings and other the topic learning activities presentations will be used in creating your final product that requires you to answer the essential question for that topic.
REQUIRED: Textbook: AMSCO, 4th edition. Readings found on individual Topic pages.
OR AMSCO, 3rd edition.
Period 6: Chapters 16-19, page 318
Pending: AMSCO, 4th edition. [pending publication release]
EXTENDED: Textbook: Brinkley, Alan. American History: Connecting with the Past
Topic: Chapters 15-19
Supplemental: PPT of chapter overview
These supplemental materials are provided to assist with you with reviewing course information: content, chronology, themes, and topics that span the entire parameters of this period (module). Materials reviewing specific topics (i.e. women studies) may span multiple periods (modules).
Supplemental Notes
Terms Review
Gilded Age
Significant Primary Sources for this Period
College Board
Khan Academy
Gilder Lehrman
Crash Course
Adam Norris
Jocz Productions